Role of artificial intelligence in transforming adult English language learning

A mixed-methods experimental study

Abstract

The rapid proliferation of artificial intelligence (AI) has created new affordances for second language acquisition (SLA), particularly in adult education. However, empirical evidence regarding the efficacy of AI-integrated instruction for adult learners facing unique challenges such as time constraints and foreign language anxiety (FLA) remains lacking. This study employed an explanatory sequential mixed-methods design to investigate the impact of AI-integrated pedagogy on English proficiency and anxiety levels. The sample consisted of 72 adult English as a foreign language (EFL) learners (N=72) divided into an experimental group (n=36) utilizing generative AI tools (e.g., chatbots, voice assistants) and a control group (n=36) following a traditional textbook-based curriculum over a 16-week period. Quantitative analysis revealed that compared with the control group, the experimental group achieved statistically significant gains in overall proficiency (p < .001), particularly in speaking and writing. Furthermore, the AI group demonstrated a drastic reduction in foreign language anxiety levels. The qualitative findings from the semistructured interviews indicated that the learners perceived the AI as a “nonjudgmental” practice partner that provided immediate feedback and enhanced learner autonomy. These results suggest that AI integration offers a scalable solution for overcoming affective and logistical barriers in adult language education.